Het verband tussen extrinsieke motivatie en schools leren in belonende en straffende condities.

Abstract

Background: The aim of this study was to explore the relation between extrinsic motivation, academic learning and positive or negative feedback. For that purpose, this study examined the relation between feedback and academic learning and the interaction-effect between academic learning and feedback and extrinsic motivation. It was hypothesised that positive feedback support better academic learning and that a high level of extrinsic motivation is related to better academic learning. Method: In total there were 73 participants in this study between nine and twelve years old from four schools. The participants filled in a questionnaire with eight questions from the SRQ-A for the measurement of the extrinsic motivation. After that they did a computer task which was about learning Spanish words. During the task they received directly feedback for their learning performance. Results: There is no significant relation found between feedback and academic learning. The level of extrinsic motivation has a significant effect on the amount of Spanish Words learnt in the task. The interaction-effect of extrinsic motivation between feedback and academic learning is not significant. Conclusion: The results of this study offer perception into the role of feedback and extrinsic motivation on academic learning and has useful points for future research. Future research should take more participants and the addition of intrinsic motivation as variabel.